I find that education is very data driven, particularly in the field of Special Education. As a Special Education teacher, I am continuously monitoring my students’ progress in their IEPs as well as in their regular education classes. I find that teachers, parents, and even some students, are hesitant to try new things and new technology. Some say “If it’s not broke, don’t fix it.” Yet, I think we need disruption, a little bit at a time, to jump-start the change we need to see in bringing technology into our schools. I feel that we also need various methods of delivery (when available) in teaching. Training teacher of how to best utilize such new technology is very important that we can use in our classrooms and schools.
Throughout this course, our discussions of disruptive innovation and technology in our schools have taken us in various directions. Some of us have become very comfortable with technology and how best to use it in our classrooms. Yet, others are still crafting our ideas of what technology in the classroom should look like. Many of us teach in very progressive schools which can provide various tools to us and our students. Others are not so lucky. However, we still soldier on. Through our Disruptive Innovation projects, we will teach our students, parents, other teachers, administration, and other stakeholders to embrace technology in our schools.
I intend to give my new students and their parents an opportunity to learn more about collaboration. While my project will certainly evolve as I introduce and implement it, my end goal is to guide students throughout their four years of high school and help them become more independent and not afraid to ask for help and receive feedback from their parents, teachers and peers. Ultimately, I want to prepare my students for college and their future careers.
Book sources for future reading:
mrsgslearningspace 